Power words for resume and C.V.

Okay, so now it's time to write that key piece of documentation: a resume (rez-uh-may). A CV (curriculum vitae--and yes, "vitae" is Latin) is used for more experienced credentials and achievements.  Here's some hints and key phrases that make a difference when you're ready to get visibility. Remember: job managers use computers to scan your submission for strong significant verbs. 

Action Verb List for Resumes 

and Cover Letters

Use these action verbs to highlight the skills that you've gained and developed through your work history, involvement in activities, leadership positions, and/or volunteer work.

Creative Skills

Acted                                
Began  
Combined           
Composed
Conceived                  
Conceptualized 
Condensed                  
Created
Customized                  
Designed   
Developed                  
Devised
Directed                   
Displayed  
Diversified                  
Drew
Entertained                  
Established  
Fashioned                  
Formulated
Founded                   
Illustrated   
Improvised                 
 Initiated
Innovated                  
Instituted 
Integrated                  
Introduced
Invented                   
Manufactured  
Modeled                   
Modified
Opened                  
Originated  
Performed                 
Photographed
Planned                   
Revised   
Shaped                   
Solved
===================

Communications Skills

Addressed         
Advertised 
Arbitrated 
Arranged                 
Articulated 
Authored  
Clarified                
Collaborated   
Communicated 
Composed         
Condensed 
Conferred
Consulted         
Contacted       
Conveyed  
Convinced               
Corresponded 
Counseled 
Debated          
Defined           
Described 
Developed         
Directed  
Discussed
Drafted          
Edited         
Elicited  
Enlisted                   
Explained 
Expressed 
Formulated         
Furnished        
Greeted  
Incorporated         
Influenced      
Interacted
Interpreted         
Interviewed 
Involved  
Joined                     
Judged         
Justified  
Lectured          
Listened          
Marketed 
Mediated          
Moderated      
Negotiated 
Notified          
Observed         
Outlined
Participated         
Persuaded 
Presented 
Promoted                
Proposed  
Proved  
Publicized         
Published        
Read  
Recalled                 
Reconciled 
Recruited
Referred          
Reinforced 
Related  
Relayed                   
Renewed  
Reported  
Resolved          
Responded      
Served  
Serviced          
Solicited        
Specified
Spoke          
Suggested       
Summarized 
Synthesized            
Translated 
Wrote
=========================
Financial Skills

Administered
Adjusted
Allocated 
Analyzed                
Appraised  
Assessed 
Audited         
Balanced          
Budgeted 
Calculated        
Compared  
Computed
Conserved        
Corrected  
Determined 
Developed              
Estimated  
Figured  
Financed         
Forecasted      
Increased 
Inventoried        
Invoiced   
Listed
Managed         
Marked   
Marketed 
Measured              
Numbered  
Planned  
Prepared         
Priced              
Programmed 
Projected                
Reconciled  
Reduced
Researched      
Retrieved          
Saved
=====================
Management Skills

Accelerated          
Accomplished  
Acquired  
Administered          
Advanced          
Analyzed  
Appointed   
Approved              
Assigned  
Attained         
Attended   
Authorized
Changed           
Chaired           
Commanded  
Considered              
Consolidated   
Contained 
Contracted          
Controlled              
Converted 
Coordinated          
Decoded          
Delegated 
Delivered                  
Developed              
Directed  
Eliminated          
Emphasized          
Employed
Enforced           
Enhanced          
Established 
Executed                
Experimented        
Generated 
Governed                
Handled                  
Headed  
Hired                  
Hosted           
Improved
Incorporated        
Initiated           
Inspected 
Issued                      
Instituted                
Launched 
Managed                  
Merged           
Motivated 
Organized          
Originated              
Overhauled 
Oversaw           
Piloted                  
Presided
Prioritized          
Produced          
Recommended 
Regulated                
Reorganized          
Replaced  
Responsible For  
Restored                
Reviewed 
Scheduled        
Secured           
Selected
Streamlined          
Strengthened          
Supervised 
Terminated
====================
Organizational Skills

Approved 
Arranged  
Catalogued 
Categorized
Charted  
Classified 
Cleaned  
Cleared
Closed  
Coded  
Collected 
Compiled
Corrected 
Corresponded  
Deposited 
Detailed
Dismantled 
Dispensed 
Distributed 
Exchanged
Executed 
Filed  
Finished  
Fitted
Generated 
Implemented  
Incorporated  
Inspected
Logged  
Maintained 
Monitored 
Obtained
Operated  
Ordered  
Packaged 
Packed
Pinpointed 
Placed  
Posted 
Prepared
Processed 
Proficient
Provided  
Purchased
Rearranged 
Received  
Recorded 
Registered
Reserved  
Responded 
Restructured  
Revamped
Reversed  
Reviewed 
Routed 
Scheduled
Screened 
Sent  
Separated 
Set Up
Solidified  
Sorted 
Submitted 
Supplied
Standardized  
Stocked  
Stored 
Straightened
Structured 
Systemized 
Trimmed  
Typed
Updated  
Validated
Verified
===================
Technical Skills

Assembled 
Adapted  
Applies  
Attached
Built  
Calculated 
Computed 
Conserved
Constructed 
Converted 
Debugged 
Designed
Determined 
Developed 
Engineered 
Fabricated
Fixed 
Fortified  
Installed  
Loaded
Maintained 
Operated  
Priced 
Printed
Programmed 
Rebuilt 
Rectified  
Registered
Regulated 
Remodeled 
Repaired  
Replaced
Restored  
Specialized 
Standardized  
Studied
Upgraded 
Utilized
======================
Research Skills

Analyzed
Accumulated
Charted
Collected
Checked
Compared
Conducted
Counted
Critiqued
Detected
Determined
Diagnosed
Discovered
Evaluated
Examined
Experimented
Explored
Extracted
Formulated
Gathered
Graphed
Identified
Indexed
Indicated
Inspected
Interpreted
Interviewed
Invented
Investigated
Located
Measured
Organized
Researched
Searched
Solved
Summarized
Surveyed
Systemized
Tabulated
Tallied
Tested
======================
Teaching skills

Adapted  
Advised 
Clarified  
Coached
Communicated 
Conducted 
Coordinated 
Counseled
Developed 
Enabled  
Encouraged 
Evaluated
Explained 
Facilitated 
Focused  
Guided
Graded 
Improvised 
Individualized  
Informed
Instilled  
Instructed 
Licensed  
Motivated
Persuaded 
Prompted 
Set Goals 
Schooled
Showed  
Simulated 
Stimulated 
Taught
Tested  
Trained  
Transmitted 
Tutored
===========================
Helping Skills

Actively  
Adapted  
Accompanied  
Advocated
Aided  
Allowed  
Answered  
Arranged
Assessed 
Assisted  
Cared For  
Clarified
Coached  
Collaborated 
Contributed  
Cooperated
Counseled 
Demonstrated 
Diagnosed 
Educated
Encouraged 
Ensured  
Expedited  
Facilitated
Familiarized 
Furthered 
Guided   
Helped
Indexed  
Insured  
Intervened  
Learned
Motivated 
Prevented 
Provided   
Referred
Rehabilitated  
Represented 
Resolved  
Simplified
Supported

Volunteered

"Animalia" alphabet Word Search for children and adults!

A memory of graduate school: a fellow student brings in books for us, puts us in pairs (small class, of course!) and asks us to do a timed participation lesson in word recognition--with pictures--in a contest with the others. The book was called "Animalia." The professor almost had to stand on her chair and yell for us to stop--because we were SO enthusiastic. It was funny to see ourselves turning back into eight-year-olds and saying things like "Cheater!" and trying to scoop up answers from comments made out loud.

I have done this with elementary, middle, and high school students--and they all loved it. I've also given away dozens of this book--and it is available on Amazon.com for as little as one cent plus $3.99 s/h. 

Note: there is NO answer key included in the book, but you can look it up online--or ask me for a copy of the file. And EVERYTHING on each page corresponds to the featured letter of the alphabet. (Plus, there's a secret image of the author himself as a little boy.)
Happy searching!! And here's the letter "C" for all you crafty cats!

Your Message Means You Need Help More than You Know

(This is the follow-up--or rather, reinforcement--to explain to students why it DOES matter how they handle themselves when communicating either verbally or in written format when addressing or presenting information about themselves to a superior--ESPECIALLY anyone who makes decisions about that individual's career path. I don't care how the delivery system operates--if it's hand-written, sent via email, or spoken.

And yes, this sure includes college. It's why I've emphasized each semester that (a) a community college is NOT "major league" level, but rather where developmental training is emphasized, and (b) the workplace today has too few job opportunities and too many candidates who are more than willing to prove THEIR superior status over someone who doesn't care, and (c) college, especially the freshman year, is NOT 13th grade. If you're a first-year student, you're back on the bottom of the ladder. And no one cares who you were or what you did in high school.)

First, let me again repeat that I know how much technology has changed the way we communicate today. Regretfully, too many people, young and old, have fallen victim to the simplicity of text messaging styles and believing them to be acceptable beyond personal social connections. That's not just my view: it's one that's been chorused for several years from the corporate world and business and hiring managers. And if that kind of response comes from someone who decides the potential acceptance or rejection of your status as a new member of that company because he or she did not feel you knew how to properly present an effective way of displaying a level of communication to their satisfaction and standards, you've got no one to blame but yourself. They aren't your friends, family, or romantic partner--and blurring those lines of status isn't something that may be of importance to you until that desired promotion, bonus, advancement, or even lucrative job offer has been declined and the damage done.

Let me use this example from a former community college student in New Jersey in 2005. She was an education major with an emphasis on English; 9-12 level, so she could teach in high school. This is her exact email to me one day:

hey i need ur opinion on something. i had to do observations for my intro to teaching class. i wore dress jeans one day and brang coffee with me all the time. they just called to tell me that i cant go back bc of these things.  also i didnt go once and emails the teacher to let her know bc i got into a snow tubing accdient and i had to go to the doctor. What should i say to my professor since obviously hes going to ask.

===================

Wow. Aside from the horrific spelling, punctuation, grammar, and other odds and ends, let's tackle the issues.

First, she didn't realize that her attire--her wardrobe--wasn't appropriate--and she didn't care or know about dressing for the workplace and success.
Second, she was auditioning for a job! She was a student teacher in training! A college had endorsed her as capable, qualified, and educated. She didn't prove that by her LACK of awareness! An observation means just that--being evaluated (or in her case, being an observer) by those people who want to see if she's worth hiring! And she gave herself a higher level of entitlement-status than she had earned or deserved: she thought she could act as if she was a seasoned pro.
Third--and the saddest part of all--she doesn't even understand that she committed a grievous number of errors and that it's her lack of responsibility in these matters that caused it--compounded by the fact that she has no clue about how much damage she's already caused to her status in the field she plans to graduate from and find employment.

This is bad enough, but I assure you that I still have students today who don't understand these issues--and I will admit flat-out that I made huge mistakes (not these!) in my many careers, including teaching. 
But I sure knew better and how to say "Yes, I was wrong" when I was put on the spot by someone who made decisions about my status--and that included my instructors. 

So, yes, it counts. It's your way of presenting an idea. And I expect better.

HOW you write and who receives it--it DOES make a difference

Oh boy. PLEASE do not underestimate the value of this, not only on the campus but in your personal and business endeavors too. You'd be surprised how much people who are in positions of decision-making ABOVE you will consider it--especially in your professional life, unless you find yourself wealthy enough to hire a private secretary. No, you don't email me like you're sending a text message to your BFF or frat buddies.

These gems came from the same student, a young woman who withdrew from her first effort to pass Composition I. She wrote me two emails: 

(1) i havent missed so many english classes! I keep up with my absences and i've missed 5 classes total! u can only drop me if i miss 8 classes, i know i'm close but not there yet! 
(2) well, if i remember correctly.. u suppose to email us when we miss 5 days, so we can keep in touch with ur attendence list too, but i dont think i got an email from u! THanks alot

==============================

Wow. Not only does she need some serious attitude adjustment about her own level of responsibility and maturity, especially when addressing an instructor, she also blew holes in her belief that we function as academic babysitters. Yes, I can oblige with alerts, but I already knew she was a repeat student--and why should I coddle her? 

Second, her spelling and punctuation are hideous--and yes, English is capitalized not only because it's a proper country name, but also because in THIS case, even though it doesn't have a course code following it, the reference is to a specific class. (The word "english" in lower case refers to the spin on a ball--say, in billiards or baseball.)

And third--and there's NO way you want to see the look in my eyes in class about this: I have a high level of tolerance for some things. Ignorance is not high on that list, and neither is stupidity. However, I'm lenient about mistakes--we ALL make them at any age, and they're part of the Learning Process of Life. Don't mix up Ignorance or Stupidity for a Mistake, and don't try to use Ignorance as a Virtue--it's not a quality to endorse. And it SURE doesn't come across well to someone who's smart enough to know the difference and learned it the hard way.

My shoe is my cell phone--excuse me

So--once upon a time, a man DID talk into his shoe when he had to make a phone call. Well...it was a matter of National Security: he was Secret Agent Maxwell Smart!
Hello, Chief?

If I had to write a paper for...a communications class, a business class, a sociology class, a public speaking class, or maybe an English class!...and the assignment was about the pros and cons of cell phones, this is what I'd use:

Cell phones: smart technology or thought-control tool

In the old TV series Get Smart, cell phones are a powerful and vital tool in the war against secret agents—even if the phone is in a shoe. Even a real spy needs a reliable cell phone—and so do many people. Having one can make a world of difference for best sales, navigation, weather, and entertainment—but create challenges and options. There are health risks involved in using them, and most people do not realize that they have lost simple mental and social knowledge by relying on an electronic device.  Access and use of a cell phone have become routine for almost everyone—but with a price that may take away more than the user realizes.
=====================
Okay then: I've found a good working thesis and also made the idea into my title. Then I have several options for topic sentences that I can extract and resubmit in paragraphs to build my paper. And note how I've used a classic role model from society/archetype: the "Secret Agent" image, even if it is a comedy TV show. 

The topic sentence themes are 
(1) best sales opportunities that can be found with a cell phone, 
(2) navigation assistance while driving, 
(3) weather alerts,  
(4) finding out who's where and what's hot for fun with friends, 
(5) health risk alerts: keeping a phone too close to the body (and head), 
(6) people can't do simple math skills without a cell phone/calculator!, 
(7) lack of social etiquette and manners while using a cell phone. 

(And I didn't even include the dangers of texting and driving. Nor did I mention the issue of cell phones in school. For that matter, what do you think of my idea of assigning guilty-in-class-time cell phone users some extra work?)

I would suggest doing BOTH pro/con sides in a paper like this because it shows better research as well. 

Now, for some research material, I would use...and there's certainly more available in other places!

Link #1

Link #2

Link #3

And the paper should pretty much flow on its own. After all, if you've taken up this assignment or given it to a class, EVERYONE has a cell phone these days, it seems!

Works Cited: Author quoted/cited more than once

What about a works cited example of an author who has been cited/quoted more than once in the body of the paper (obviously from different sources)?

Note that each subsequent entry does NOT repeat the author’s name once it has been stated on the works cited page. 
What follows thereafter for EACH of the following entries is three (3) hyphens and a period.  THEN continue with the rest of the citation—but be sure to OMIT the author’s information.

Also: with ANY works cited page format, note that it's a "hanging first line" flush left, and then it moves the rest of the lines with an automatic spacing shift.

Lopate, Mitchell. Fluid Learning: a Style of Teaching. 1st Ed. 1. Lincroft: BCC Press, 2014. 26-293. eBook. 

--- .  "Fluid Learning: a Style of Teaching." 21st Century Alt-Ed. 10 01 2014: 36-37. Web. 9 Jan. 2014.

--- . "A New Form of Teaching: Fluid Learning."The Creative Classroom. N.p., 10 01 2014. Web. 21 Jan. 2014.

In-text citation formats done the EASY way

(This is also found on the APA/MLA in-text page, but as a back-up reference, here's the main idea): 

How to cite a source in the body of your assignment/research paper

•    When an idea/info is FIRST used or referenced as an example/detail to back up facts or concepts, give full credit to the author (if available; job title if valid; place of employment if it’s a Big One), source (what was it?)
* Use signal words to indicate presentation of ideas; authority of source

In a Time magazine essay, Michael Stone, Director of Alabama Educational Administrative Services, notes that “Today’s college students need more basics in English composition than ever before.”

•    Paraphrasing or rewording 
•    Optional: reword or rephrase an idea, but give credit to the source/author as before.

In a Time magazine essay, Michael Stone, Director of Alabama Educational Administrative Services, validates the importance of a strong background in English composition basics in order for today’s college students to be successful.

–    Same idea, but without quotes. Still shows source.
======================
•    Once an author has been “introduced,” next time, just use last name with action verb

• Additionally, Stone also called for the requirement of more emphasis on research and cross-curriculum projects to develop student awareness of writing in a college environment.

-------------------------------------

• Refer to a website by the article title and source:
• An article from an Odessa College website,  “Chompzilla Eats Grammar Errors,” breaks down the various choices of punctuation.

• Magazine or newspaper: name them!
• A Time magazine article by Janis Tanner, “The Growing Awareness of Indigo Children,” brings up the topic of a new generation of youngsters and parental understanding.

======================

In-text citation/direct quote II

•    No signal phrase or action verb used; author named before elsewhere in the paper?
•    COPY WORDS EXACTLY, and put the author’s name/ “article title” in parenthesis behind it.

• For example, it is noted that “most attorneys are well prepared by our state college programs” (Furman 21).

–    (note that the quotation marks only cover the exact words used and that the citation itself is the end. Number refers to the page if a print source)
====================
 
•    In-text citation; multiple works by one author; no signal/action verb
Need to indicate which source it comes from:

  “Many senior members of law firms have demanded tougher writing standards for new members” (Furman, Judiciary Journal 39). 

-----------------------------

“It appears that newly graduating attorneys will be required to show better English grades and results on their transcripts” (Furman, “Literary Legal Loopholes” 44). 

Wisdom from Eve: Twain's Letters from the Earth

Words of wisdom from the Original First Lady, Eve, by way of Mark Twain, from Letters from the Earth.

 From "Extract of Eve's Autobiography"

But studying, learning, inquiring into the cause and nature and purpose of everything we came across, were passions with us, and this research filled our days with brilliant and absorbing interest. Adam was by constitution and proclivity a scientist; I may justly say I was the same, and we loved to call ourselves by that great name. Each was ambitious to beat the other in scientific discovery, and this incentive added a spur to our friendly rivalry, and effectively protected us against falling into idle and unprofitable ways and frivolous pleasure-seeking.

Our first memorable scientific discovery was the law that water and like fluids run downhill, not up. It was Adam that found this out. Days and days he conducted his experiments secretly, saying nothing to me about it; for he wanted to make perfectly sure before he spoke. I knew something of prime importance was disturbing his great intellect, for his repose was troubled and he thrashed about in his sleep a good deal. But at last he was sure, and then he told me. I could not believe it, it seemed so strange, so impossible. My astonishment was his triumph, his reward. He took me from rill to rill -- dozens of them -- saying always, "There -- you see it runs downhill -- in every case it runs downhill, never up. My theory was right; it is proven, it is established, nothing can controvert it." And it was a pure delight to see his exultation in this great discovery.

In the present day no child wonders to see the water run down and not up, but it was an amazing thing then, and as hard to believe as any fact I have ever encountered.

You see, that simple matter had been under my eyes from the day I was made, but I had never happened to notice it. It took me some time to accept it and adjust myself to it, and for a long time I could not see a running stream without voluntarily or involuntarily taking note of the dip of the surface, half expecting to see Adam's law violated; but at last I was convinced and remained so; and from that day forth I should have been startled and perplexed to see a waterfall going up the wrong way. Knowledge has to be acquired by hard work; none of it is flung at our heads gratis.

That law was Adam's first great contribution to science; and for more than two centuries it went by his name -- Adam's Law of Fluidic Precipitation. Anybody could get on the soft side of him by dropping a casual compliment or two about it in his hearing.

He was a good deal inflated -- I will not try to conceal it -- but not spoiled. Nothing ever spoiled him, he was so good and dear and right-hearted. He always put it by with a deprecating gesture, and said it was no great thing, some other scientist would have discovered it by and by; but all the same, if a visiting stranger had audience of him and was tactless enough to forget to mention it, it was noticeable that that stranger was not invited to call again. After a couple of centuries, the discovery of the law got into dispute, and was wrangled over by scientific bodies for as much as a century, the credit being finally given to a more recent person. It was a cruel blow. Adam was never the same man afterward. He carried that sorrow in his heart for six hundred years, and I have always believed that it shortened his life. Of course throughout his days he took precedence of kings and of all the race as First Man, and had the honors due to that great rank, but these distinctions could not compensate him for that lamented ravishment, for he was a true scientist and the First; and he confided to me, more than once, that if he could have kept the glory of Discoverer of the Law of Fluidic Precipitation he would have been content to pass as his own son and Second Man. I did what I could to comfort him. I said that as First Man his fame was secure; and that a time would come when the name of the pretended discoverer of the law that water runs downhill would fade and perish and be forgotten in the earth. And I believe that. I have never ceased to believe it. That day will surely come.

I scored the next great triumph for science myself: to wit, how the milk gets into the cow. Both of us had marveled over that mystery a long time. We had followed the cows around for years -- that is, in the daytime -- but had never caught them drinking a fluid of that color. And so, at last we said they undoubtedly procured it at night. Then we took turns and watched them by night. The result was the same -- the puzzle remained unsolved. These proceedings were of a sort to be expected in beginners, but one perceives, now, that they were unscientific. A time came when experience had taught us better methods. 

One night as I lay musing, and looking at the stars, a grand idea flashed through my head, and I saw my way! My first impulse was to wake Adam and tell him, but I resisted it and kept my secret. I slept no wink the rest of the night. The moment the first pale streak of dawn appeared I flitted stealthily away; and deep in the woods I chose "a small grassy spot and wattled it in, making a secure pen; then I enclosed a cow in it. I milked her dry, then left her there, a prisoner. There was nothing there to drink -- she must get milk by her secret alchemy, or stay dry.

All day I was in a fidget, and could not talk connectedly I was so preoccupied; but Adam was busy trying to invent a multiplication table, and did not notice. Toward sunset he had got as far as 6 times 9 are 27, and while he was drunk with the joy of his achievement and dead to my presence and all things else, I stole away to my cow. My hand shook so with excitement and with dread failure that for some moments I could not get a grip on a teat; then I succeeded, and the milk came! Two gallons. Two gallons, and nothing to make it out of. I knew at once the explanation: the milk was not taken in by the mouth, it was condensed from the atmosphere through the cow's hair. I ran and told Adam, and his happiness was as great as mine, and his pride in me inexpressible.

Presently he said, "Do you know, you have not made merely one weighty and far-reaching contribution to science, but two." And that was true. By a series of experiments we had long ago arrived at the conclusion that atmospheric air consisted of water in invisible suspension; also, that the components of water were hydrogen and oxygen, in the proportion of two parts of the former to one of the latter, and expressible by the symbol H2O. My discovery revealed the fact that there was still another ingredient -- milk. We enlarged the symbol to H2O,M.

INTERPOLATED EXTRACTS FROM "EVE'S DIARY"

Another discovery. One day I noticed that William McKinley was not looking well. He is the original first lion, and has been a pet of mine from the beginning. I examined him, to see what was the matter with him, and found that a cabbage which he had not chewed, had stuck in his throat. I was unable to pull it out, so I took the broomstick and rammed it home. This relieved him. In the course of my labors I had made him spread his jaws, so that I could look in, and I noticed that there was something peculiar about his teeth. I now subjected the teeth to careful and scientific examination, and the result was a consuming surprise: the lion is not a vegetarian, he is carnivorous, a flesh-eater! Intended for one, anyway.

I ran to Adam and told him, but of course he scoffed, saying, "Where would he find flesh?"

I had to grant that I didn't know.

Happy Halloween

Mr. Lopate and three...darling little...Nightmare-before-Christmas-somethings wish everyone a Happy Halloween, 1998, Brick Middle School, Brick, New Jersey.
Obviously, it was a day for a costume.
B'wahahahahahah.

On a side note: I dressed like this for the first day of Comp I at Brookdale Community College, in Lincroft, NJ, for five years (including summer class). It was my way of meeting the students and gauging their attitude toward meeting their instructor. I had some fun one morning when I convinced a Spanish adjunct to pretend to be "me" for a few minutes before class--just make an appearance but leave without saying anything.
(My students were annoyed when I showed up. My routine was to sit in the back of the class and listen. I never heard anything trashy or ugly from students as they waited.)
(But I had a BETTER response one night from Diedre, a woman who was taking Comp II, and she had taken Comp I several semesters before that. And as I stood in front of the class in "normal clothes," she started telling a classmate next to her about her memories of Comp I with a teacher. She mentioned some of my quirks as well as my attributes--and it was fun to listen in on this front-row conversation.
And then Dierde stopped--and stared up at me.
And she began to wail.
"It's him! It's HIM!" She recognized me--and had been sharing all of these insights without realizing my identity.
Too bad--I should have worn the biker outfit.
That's just a tee-shirt, jeans, and a bandanna. A 25-second change of clothes.
Nothing like the real me. 
This is the look I did for a brief appearance at the Roselle Part, NJ, St. Joseph the Carpenter variety show at the end of 1999, my very first year as a teacher. "Yo, Faddah Gillen: I'm heah for duh job. I parked next to yaw car. I dig yaw hubcaps."

Works Cited, Bibliography, and Reference page samples of sources: MLA, Turabian, & APA

A works cited page is the ending page of a research paper. It does NOT follow in paragraph closure at the end of the paper itself: it is a SEPARATE page that is attached in the back. 

Note the following samples: 
(1) an English class research paper (done in MLA), 
(2) a bibliography for a graduate history class done in Turabian style for history; it has a "bibiography" page), 
and below it, 
(3) an APA format reference page (for a medical paper). Note that each source is double-spaced, and that the follow-up line of each source is indented:

 

Indenting a large quote with citation format

Here's an example of how to "block and indent" an extended quote. But note the following format: it has completely been indented two (2) tab spaces in its entirety. It's also SINGLE-spaced, not double-spaced, the page number or source goes OUTSIDE the quote, AND there are no quotation marks around it--or a set of parenthesis marks.

This book contains over 150 recipes based on wild plants utilized by Indians in the southwestern United States. Fifty desert plants are described and illustrated with line drawings and listed alphabetically with information on habitat, historical significance, and use in tribal cooking. The book is well-researched and detailed, with much useful ethnobotanical information accompanying the recipes. A bibliography and an index are included. (121)